Review Article
Biological and Clinical Subtypes in Autism Spectrum Disorder: A Review of Recent Advances in Phenotypic and Genetic Classification
Vicente Martinez Cardenas*
Issue:
Volume 5, Issue 4, December 2025
Pages:
159-165
Received:
2 October 2025
Accepted:
13 October 2025
Published:
30 October 2025
DOI:
10.11648/j.frontiers.20250504.11
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Abstract: Introduction: Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by substantial phenotypic and genetic heterogeneity. The recent application of person-centered computational models has allowed the identification of novel clinical subtypes with distinct genetic underpinnings. Objective: To review recent literature on the classification of ASD subtypes through integrative approaches combining clinical, phenotypic, and genomic data, with emphasis on diagnostic, prognostic, and therapeutic implications. Methods: A narrative review of articles published between 2018 and 2024 was conducted in PubMed, Scopus, and Web of Science, using search terms such as “autism subtypes,” “phenotypic clustering,” “genetic architecture in ASD,” and “precision medicine in autism.” Eligible studies included original research, systematic reviews, and meta-analyses. Results: Recent studies have identified at least four robust clinical-biological ASD subtypes using finite mixture modeling and person-centered analyses: (1) social and behavioral challenges, (2) mixed ASD with developmental delay, (3) moderate challenges, and (4) broadly affected subtype. Each group presents distinctive patterns in symptoms, comorbidities, developmental trajectories, and genetic architecture. Both de novo mutations and inherited variants play key roles in molecular differentiation among subtypes. Conclusions: The identification of more homogeneous subgroups within the autism spectrum represents a crucial step toward personalized medicine in ASD. Emerging clinical tools derived from these classifications may enhance prognosis prediction and guide tailored interventions.
Abstract: Introduction: Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by substantial phenotypic and genetic heterogeneity. The recent application of person-centered computational models has allowed the identification of novel clinical subtypes with distinct genetic underpinnings. Objective: To review recent literature on the ...
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Research Article
Exploring the Barriers to Accessing Formal Education by Children in the Alleged Witches’ Camps in Ghana
Issue:
Volume 5, Issue 4, December 2025
Pages:
166-175
Received:
26 September 2025
Accepted:
15 October 2025
Published:
7 November 2025
DOI:
10.11648/j.frontiers.20250504.12
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Abstract: This study explored the barriers to accessing formal education by children in witch camps in Ghana. This is an area neglected by both research and policy in Ghana. This study was conducted in the Gambaga Witches Camp, one of the oldest and most notorious witch camps in Africa. The study employed socio-anthropological methods of data, including interviews, key informant interviews, focus group discussions and observations. Data were gathered from various categories of respondents, such as children in the witches’ camp, the alleged witches, the custodians of the witch camp, headteachers and teachers, Ghana Education Services Municipal Directorate officers, the East Mamprusi Municipal Assembly officer, the Presbyterian Church in Gambaga, Islamic Clerics, NGOs and members of the community in which the camp is located. The study found that the children are in the camp to serve their mothers or grandmothers who have been accused of witchcraft and brought to the camp. The study further found that for those children who are attending school, their education is seriously challenged by poor conditions at the camp, poverty, isolation and depression. At the school level, they face abuse from their colleagues, such as name-calling and stigmatisation, unprovoked attacks, and isolation. This situation makes the school environment unattractive, intimidating, and unfriendly to children coming from the witches’ camp. Children in the witches’ camp frequently avoid school, resulting in frequent absenteeism, tardiness, and poor academic performance. The paper recommends that the government take measures to improve the conditions at the camp. Other students and teachers must be educated to see children from the witches’ camp as victims of circumstances, and must not be discriminated against. They must be supported, encouraged, and fully integrated into the school system.
Abstract: This study explored the barriers to accessing formal education by children in witch camps in Ghana. This is an area neglected by both research and policy in Ghana. This study was conducted in the Gambaga Witches Camp, one of the oldest and most notorious witch camps in Africa. The study employed socio-anthropological methods of data, including inte...
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